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Preface | |
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Art Integration: A Methodology for Learning | |
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Arts and Knowledge | |
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Arts and Learning | |
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Arts as Language | |
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Arts and Culture | |
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Arts and Culture and Identity | |
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Arts and Inclusive Education: Special Needs, Exceptional, and Gifted Students | |
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Arts and Technology | |
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Historical Perspective | |
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Opening New Venues for Artists and Students | |
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Technology and Literacy | |
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Multimedia | |
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Technology in the Classroom as a Learning Tool | |
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Turning Technology Over to Students | |
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Equity and Technology | |
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Students as Tech-Directors | |
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Technology in the Workplace | |
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Goals of an Equitable Education and the Arts | |
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Methodology for Learning | |
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Learning with the Arts | |
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Learning through the Arts | |
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Learning about the Arts | |
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Summary | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |
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What Does It Mean to Be a Learner? Intellectual Development Revisited | |
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Theories of Intellectual Development | |
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The Role of "Translation through Representation" in Learning | |
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Standards and Arts Education | |
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What Does It Mean to Be a Learner? | |
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Summary | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |
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Piaget, Imitation, and the Blues: Reflections on Imagination and Creativity | |
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Creativity | |
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Piaget, Imitation, and the Blues | |
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Imagination | |
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Howard Gardner, Creativity, and the Classroom | |
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Creativity and Technique | |
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Creator and Participant | |
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Summary | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |
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Communication, Expression, and Experience: Literacy and the Arts | |
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Literacy with the Arts | |
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Cursive Writing through the Arts | |
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Picto-Spelling Learning through the Arts | |
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Story Comprehension Learning through the Arts | |
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Drama (Visual and Auditory) | |
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Movement (Kinesthetic) | |
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Music (Auditory) | |
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Poetry and Language Acquisition through the Arts | |
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Playing with Words | |
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Journals: Working with Ideas over a Period of Time | |
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Copied Poems | |
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Key Elements toward Writing Poetry | |
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Summary | |
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Tech Connect | |
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Technology, Arts, and Language Arts | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |
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Sample Lesson Plans | |
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The Voices of Humanity: History, Social Studies, Geography, and the Arts | |
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Learning with the Arts | |
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Poetry | |
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Visual Arts | |
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Photography | |
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Music | |
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Drama | |
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Pablo Tac | |
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Learning through the Arts | |
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Presidential Puppetry | |
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Mural Making and History | |
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Quilts and History | |
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Geography and Papier Mache | |
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Summary | |
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Tech Connect | |
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Technology, Arts, and Social Studies | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |
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Sample Lesson Plans | |
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The Wonder of Discovery: Science and the Arts | |
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Learning with the Arts | |
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Painting | |
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Music | |
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Poetry | |
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Learning through the Arts | |
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Dance | |
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Learning about Animals and Their Environments through Origami and Story Telling | |
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Ecology: Drawing from Nature | |
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The Nature of Poetry: Working with Ideas | |
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Summary | |
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Tech Connect | |
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Technology, Arts, and Science | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |
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Sample Lesson Plans | |
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Puzzles of the Mind and Soul: Mathematics and the Arts | |
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Learning with the Arts | |
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Visual Arts | |
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Dance | |
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Literature | |
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Music | |
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Learning through the Arts | |
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Distance Estimation | |
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Permutations | |
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Fractions | |
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Shapes, Symmetry, Angles, and Geometry | |
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Single-Digit Addition and Subtraction | |
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Points and Coordinates, Parallel Lines | |
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Drama, Story Problems | |
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Summary | |
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Tech Connect | |
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Technology, Arts, and Mathematics | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |
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Sample Lesson Plans | |
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Setting the Stage for a Turn of Events: Subject Matter Informs the Arts | |
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Arts Setting the Stage for Learning | |
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Subject Matter Informing Art | |
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Art as Subject Matter | |
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Learning about Arts with Arts | |
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Learning about Arts through Arts | |
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Summary | |
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Tech Connect | |
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Technology and Arts | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |
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Sample Lesson Plans | |
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Seeing a Different Picture: Assessment and the Arts | |
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The Need for Assessment | |
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Evidence of Learning | |
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Valuing the Arts as a Teaching and Assessment Tool | |
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Content and Concept Assessment | |
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Incidental Assessment | |
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Setting Assessment Parameters | |
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Strategies to Collect Evidence | |
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Portfolio Assessment | |
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Performance-Based Assessment | |
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Listening to and Observing Children | |
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Summary | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |
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A Lithograph in the Closet and an Accordion in the Garage: Connecting with the Arts and Artists in Your Community | |
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Utilizing Community Resources | |
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The World Wide Web and Arts Education | |
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SUAVE: A Cultural Partnership for Teachers | |
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What Is SUAVE? | |
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The Coaching Relationship | |
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What Does a SUAVE Classroom Look Like? | |
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Movement Poetry | |
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Art and Identity | |
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Cell Lab and Art | |
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Crossing Boundaries-Lessons from Artists Applied to Learning | |
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The Arts Ain't Fluff | |
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Reflections on the Program | |
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Summary | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |
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Sample Lesson Plans | |
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Beyond Walls: Mural Making and Critical Voices: Collaborative Art Projects | |
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The Mural Project | |
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Chronology of Class Work | |
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Performance Guides | |
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Epilogue | |
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A Final Word | |
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Questions to Ponder | |
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Explorations to Try | |
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References | |